The Official Journal of The White Privilege Conference and The Matrix Center for the Advancement of Social Equity and Inclusion.
Understanding & Dismantling Privilege
Alleviating Teachers' Fears, Concerns, and Obstacles When
Implementing LGBT Themes in Elementary Classrooms: Personal
Anecdotes
Gabriel Flores, EdD, EdS
Los Angeles Unified School District
University of Phoenix – Associate Faculty, Online Campus
Abstract
Multicultural programs in schools have done well implementing various
themes and cultures that represent a pluralistic society. Unfortunately,
the same cannot be said about LGBT themes in schools. Some teachers
fear the ramifications of having a more inclusive curriculum with LGBT
themes, especially in the elementary classroom. The present article
provides information, strategies, and techniques that may help mitigate
teachers’ fears when they decide to implement LGBT themes and
literature in the elementary classroom.
Keywords: Sexual orientation, multicultural education, gay-themed
literature, homosexuality, gay and lesbian, LGBT, gender identity
Gabriel Flores (GFloresEdD@aol.com) currently works as an
elementary school educator within the Los Angeles Unified School
District. His interests include qualitative research and sexual orientation
education inclusion within multicultural education programs. He works
as an associate faculty at the University of Phoenix.
Understanding and Dismantling Privilege
Introduction
I am an advocate for a more inclusive
multicultural education; a multicultural
education that includes lesbian, gay,
bisexual, and transgender (LGBT) themes
(i.e., two-mommy/two-daddy families and
transgender and LGBT heroes, etc.) in
lessons and children’s literature starting as
early as elementary school. I will say that
there are many teachers who are nervous to
even hear the word “gay,” let alone add it to
school curricula. However, I believe that
change is needed, and because I am in
education, I can slowly and positively
change society one step at a time, and our
nation’s teachers can, too.
What is meant by LGBT themes? Over the
years I have implemented books that deal
with gay familial awareness, such as
families composed of two mommies and two
daddies. I have also read books that deal
with bullying, gender nonconformity,
transgender children, and prominent LGBT
leaders, such as Harvey Milk. Some
examples of such LGBT-themed literature
that were implemented in my second- and
third-grade classrooms are listed below.
On September 12, 2012, I was with friends
at a local restaurant and the topic of
implementing LGBT themes/literature in
elementary education came up. One of my
friends strongly retorted that she would
object to any implementation and said that
such themes are unnecessary. Because I am
a gay Chicano, this topic, however, is my
passion, and a small skirmish ensued.
A few days passed. I was still bothered by
what had occurred and especially by her
insensitive comments. I went ahead and
collected some LGBT articles and research
with a short note explaining the articles’
purpose and my concern about her hurtful
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Flores: Alleviating Teachers’ Fears
comments. I sent the package via school
mail. I had hoped that she would go through
some form of cognitive dissonance and
reflection after the arrival of the articles.
Sogunro (2001) suggests that one of the
initial stages in dealing with personal
prejudices and biases is reflection and
eventual admission to those biases and
prejudices. I presumptuously assumed that
perhaps through self-reflection this
colleague’s attitudes would change after
some reading of my materials. Although
having prejudices is not acceptable, the
reality is that people have prejudices either
because of underexposure or overexposure
to a group (Sogunro, 2001). However,
through reflection, learning, and action, one
can change the prejudicial feelings.
A few weeks later, I viewed my school
mailbox and noticed that she had sent me
something in return. I opened the package,
and there were my articles with a short note.
She wrote the following:
Gabriel,
Please forward this information to
someone interested in reading about
this topic. Unfortunately, I do not
have the time for this now as my life
is preoccupied with much more
precious things. I may consider
educating myself in 2015 when I am
mandated to do so. In the meantime,
I would appreciate if you would not
send me such materials, as I am not
interested. Best of luck in your
efforts, as I will continue with mine.
Respectfully, P
Why do I add the note? I want readers to
sense her apathy or perhaps fear. (I may be
presumptuously assuming fear; however, to
bring about positive social change, one must
think of all possibilities and outcomes). I
understand P’s note was about apathy and
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ignorance about the topic. Perhaps, she has
too many things on her plate, as many
teachers do. Nonetheless, now my purpose
as an educational scholar is to help teachers
overcome this fear and apathy. I want to
help alleviate teachers’ fears and concerns
about implementing LGBT themes so that
notes like this are not necessary. After
reading the aforementioned note, I
immediately decided to write the present
article. Let me begin with my personal
story.
Personal Experience with Policy
I have been implementing LGBT themes in
the elementary classroom since 2001
because of one school district memorandum.
One day, I walked into my school’s main
office and noticed a superintendent’s
message in my mailbox. The memo was a
simple reminder to school leaders and
teachers that June was designated as Gay
and Lesbian Awareness Month, and teachers
should use the month to teach a more
inclusive curriculum that included gay and
lesbian themes. I felt that message was
intended for me, so I started the quest of
looking for grade-level appropriate
materials. I also knew that if I had the
support of my administrators and school
district, I could proceed in implementing the
curriculum. Other straight ally teachers
joined my quest in doing the same for their
students. As the years went by, more and
more teachers joined the call to include
LGBT-themed literature in their classrooms.
The Los Angeles Unified School District’s
(LAUSD) policy is simple. The LAUSD
and the Los Angeles School Board of
Education have adopted June as Gay and
Lesbian Pride Month and direct the
superintendent and all district staff to
support lessons and activities that engage
students in meaningful learning, research,
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and writing about our lesbian, gay, bisexual,
and transgender students and families
(Wilson, 2011; J. Chiasson, personal
communication, November 6, 2008).
A problem still exists around the country,
however. Many teachers, administrators, and
policy makers do not implement LGBT
themes in the curriculum, most often
because of fear of termination, criticism
from parents, lack of professional training,
or their own negative attitudes (Flores,
2009; Van Wormer & McKinney, 2003).
However, what teachers, administrators,
parents, and policy makers should
understand to help implement LGBT themes
is that learning about LGBT people and
families is similar to learning about
heterosexual people and families headed by
heterosexual couples (Roffman, 2001).
Teachers may also find comfort in knowing
about the National Association for
Multicultural Education’s (NAME) policy.
NAME has welcomed LGBT themes and
cultures as part of its multicultural education
agenda since 1992. If teachers were made
aware that gay cultures are part of the
multicultural education agenda and that
preventing homophobia, homonegativism,
and heterosexism is a commitment of the
NAME (Flores, 2014; Holland, 2005),
implementing LGBT themes in schools may
be more feasible. While there have been
gains in the inclusion of other multicultural
and ethnic literature, the same is not true for
LGBT cultures and literature.
Rationale for LGBT Literature and
Themes Implementation
Teachers may wonder what the rationales
for implementing LGBT themes in
classrooms are. Seventeen percent of all
hate crimes are committed against gay and
lesbian people. Gay students demonstrate
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higher suicide rates; gay or lesbian people
attempt 33% of all national suicides (Daniel,
2007; Van Wormer & McKinney, 2003).
The aforementioned statistics made me want
to take immediate action. In addition,
teachers’ focus on how to serve gay students
in increasingly diverse classrooms is critical
because of low academic performance,
dropping out, and truancy; these issues
among gay students are quite prevalent.
LGBT students are compromising their
student development and doing poorly
academically because of low self-esteem,
low self-acceptance, few positive role
models on television or in the community,
and no representation in the curriculum,
contributing to a situation in which students
feel invisible (Birden, 2002), which
eventually leads to feelings of shame
(Sanders & Mathis, 2013). The invisibility
of LGBT cultures, stories, and experiences
highlights the importance of implementing a
more inclusive multicultural education
curriculum.
Administrators, too, may wonder why a
more inclusive curriculum and a welcoming
school climate is needed. All children need
to learn tolerance/acceptance, and all
children, including gay youth, need a
supportive and safe environment that is
conducive to learning (Barber & Krane,
2007; Cosier & Sanders, 2007).
Administrators must maintain a harassmentfree environment for gay youth because
current laws and courts have addressed the
issue of harassment of sexual minority
students. Schools, administrators, and
teachers are often liable and guilty of
inaction and complacency (Flores, 2014;
National Center for Lesbian Rights, 2004).
Litigation
Flores: Alleviating Teachers’ Fears
and abuse. In Davis v. Monroe County
Board of Education, 526 U.S. 629 (1999),
the Supreme Court held that a Title IX
funding recipient may be held liable for
“student-on-student harassment where (1)
the harassment was severe, pervasive, and
objectively offensive; (2) the school district
had actual knowledge of the harassment; and
(3) it acted with deliberate indifference to
the harassment” (Scariano, Clark, Fletman,
Reeder, & Llorente, 2012, p. 3).
In Ray v. Antioch Unified School District,
107 F. Supp. 2d 1165 (2000), the federal
district court for the Northern District of
California became one of the first to
recognize antigay bullying as actionable
under Title IX. In Martin v. Swartz Creek
Community Schools, 419 F. Supp. 2d 967
(2006), an openly gay student alleged that
the sex-based harassment occurring
persistently during his freshman and
sophomore years was largely ignored by
teachers and school administrators. This, he
said, brought him to the “brink of suicide. …
In each of these cases, the court found that
the plaintiffs had presented plausible claims
under Title IX, and denied defendants’
motions for summary judgment” (Scariano
et al., 2012, p. 6).
Various plaintiffs have won sizable awards,
which has caused many school districts to
take notice. It is obvious today that schools
must provide protection from peer-on-peer
sexual harassment of LGBT students.
However, it requires more than rewriting
policy and rules. Rules must be enforced
fairly and consistently or school districts
face litigation and liability. Perhaps this will
cause districts to address bullying and teach
more respect and acceptance of all students,
including LGBT youth (Scariano et al.,
2012).
Certain court cases have set the precedent
for LGBT students with respect to bullying
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Understanding and Dismantling Privilege
It is important to mention that some states,
such as Tennessee, have passed legislation
allowing bullying of LGBT students in the
name of religious freedom. The Tennessee
law (SB 1793/HB 1547 “Religious
Viewpoints Antidiscrimination Act”) allows
students to use religion in any way they
choose and protects the use of religion. In
addition, this legislation allows attacks on
LGBT people and same-sex couples and
offers antigay students a state-sponsored
license to ostracize, bully, and attack. The
legislation likely violates the Establishment
Clause of the U.S. Constitution, but we will
have to see how future litigation plays out in
the courts (Garcia, 2014).
Gaining LGBT Cultural Competency
Some teachers may have no LGBT family,
friends, or acquaintances. How might such
teachers acquire LGBT cultural competency
in order to more feasibly begin the process
of implementation? Acquiring cultural
competency helps create positive attitudes
and awareness. Research has suggested that
increased contact with LGBT people and
positive exposure, reinforcement, and
representation of LGBT people can help
alleviate negative attitudes and concerns
(Bassett, vanNikkelen-Kuyper, Johnson,
Miller, Carter, & Grimm, 2005). Therefore,
to build their LGBT cultural competency
teachers can collaborate with and join
various LGBT organizations, such as the
following (see references page for web link
location):



The Gay Lesbian Straight
Education Network (GLSEN)
Parents and Friends of Lesbians
and Gays (PFLAG)
Los Angeles Gay and Lesbian
Center (gay centers often provide
courses, libraries, and
networking opportunities)
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
The Human Rights Campaign
I have seen my school staff acquire gay
cultural proficiency firsthand. I have
implemented professional development for
my colleagues. Most teachers were
welcoming and interested, and many were
quite curious. My reason for initiation of
professional development was to ensure that
teachers were comfortable with
implementing LGBT themes. Research has
suggested that attending professional
development and training helps improve
negative attitudes, sensitize staff, and dispel
misconceptions about the LGBT community
(Bowen & Bourgeois, 2001). Having more
professional development may help ensure
implementing LGBT themes in a school
community as feasible; it did for my
colleagues. See the Welcoming Schools’
website for information on professional
development (see references page for web
link locations).
Resistant Colleagues
Not all colleagues were welcoming and
friendly to the LGBT themes in schools
topic. The following question often
surfaced: What about the issue of religion
and personal beliefs? I had colleagues
approach me and state that their personal or
religious beliefs prohibited or hindered the
implementation of LGBT themes in the
classroom. The implication is that a teacher
would have to find a compromise between
his or her personal and religious beliefs and
his or her social responsibility and ethical
and professional role (Flores, 2014;
Goldstein, Collins, & Halder, 2007). Within
a democratic society, a teacher’s job is to be
an open-minded professional who creates
positive social change toward a just society
(Chou, 2007). Teachers should want to stop
bullying, hatred, suicide, and intolerance and
foster students who will one day be
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successful in their future lives. Teachers
should also want to create a student
population who will be productive within
the culturally diverse population of the
future. Simply put, to help all students
succeed and thrive is an ethical imperative.
One day, a colleague came to me and asked,
“But you must be promoting gay behavior
and recruiting boys, aren’t you?” A few
colleagues stated that reading LGBT-themed
literature somehow will have students “turn”
gay or lesbian. Some teachers believe
implementing LGBT themes influences and
promotes homosexuality (Flores, 2014) and
having LGBT-themed discussions, gay or
lesbian parents, or gay or lesbian teachers
might influence or recruit students to
become gay, but that is incorrect (PaccioneDyszlewski, 2008). LGBT discussions,
instead, ensure that children are less likely to
insult someone and less likely to ostracize
people for being LGBT and, in turn, create
tolerance and acceptance of all people
(Women’s Educational Media, 2006). This
is not about recruitment, but about fair and
just treatment of all people, including LGBT
people. Children do not turn gay or perform
homosexual behaviors when such
curriculums are implemented (Roffman,
2001); rather, tolerant and accepting human
beings who will be better prepared to live
and thrive in a diverse population are
created.
Another point to mention is that educating
children about sexual orientation can never
start too early (Lai, 2006), because a child’s
stereotypes and prejudicial attitudes are
formed early (Willis, 2004). Social
psychological theory maintains that
stereotypes promote prejudice, and to reduce
prejudice, one must work toward changing
stereotypes early (Sherman, Stroessner,
Conrey, & Azam, 2005). Finally, in the
early years children are learning about
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cultural identities and friendships and in turn
are developing a sense of fairness and
justice. For this reason, children are
cognitively and psychologically able to
comprehend injustice and cultural and
familial diversity early on (Flores, 2009;
Flores, 2014; Schall & Kauffmann, 2003).
A colleague asked, “What is the purpose for
implementing LGBT-themed literature and
lessons in education … what even for?” I
replied, “Preventing the prevalent suicides,
bullying, and hate crimes associated with
intolerance and the invisibility in curriculum
is my purpose.” I continued stating that my
implementation of gay-themed children’s
literature focuses on discussions about
issues associated with being gay and gay
communities and cultures, including themes
of love, families, respect, civil rights, and
relationships (Wolfe, 2006). The purpose
for introducing gay-themed children’s
literature and lessons is two-fold: to teach
diversity, tolerance, and acceptance of
LGBT people, and to provide a safer
learning environment for all students,
including future gay students (Moita-Lopez,
2006). The implementation of LGBT/gaythemed children’s literature does not involve
discussions of sex (Flores, 2014; Roffman,
2001), which is often the biggest concern of
educators and parents.
The following points are valid reasons for
the implementation of LGBT-themed
children’s literature as suggested by Naidoo
(2012):
(a) Children will develop strong
social identities and exhibit pride in
themselves and their cultures,
abilities, and families.
(b) Children will expand their
cultural awareness and learn to
express respectfully and accurately
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when describing similarities and
differences among themselves and
other children/cultures.
books and cultural lessons. Here are
the reasons for implementation in the
elementary classroom:
(c) Children will think critically to
identify stereotypes and
misconceptions and learn about
unfairness demonstrated toward
other marginalized groups and
cultures. Children will learn that
unfairness and prejudice hurts others.
(1) Seventeen percent of all hate
crimes are committed toward gays
and lesbians. For this reason, it is
important to teach acceptance and
tolerance of all cultures, including
gay and lesbian/LGBT people, early
in childhood.
(2) Thirty-three percent (33%) of all
suicides in the United States are
committed by gay and lesbian
people. For this reason, it is
important to teach tolerance and
acceptance of LGBT people. Selfacceptance can be a problem for
some LGBT people within society.
(3) Teaching LGBT-themed lessons
and books do not have children
practicing sexual behavior. Instead,
these lessons teach children to
become tolerant and accepting of
other cultures different from their
own. Research has found (PaccioneDyszlewski, 2008; Roffman, 2001;
Women’s Educational Media, 2005)
that children do not become/turn gay
or practice sexual behaviors by
learning tolerance and acceptance of
gay and lesbian people.
(4) LAUSD’s multicultural
education policy states that students
should learn about tolerance of other
cultures, including gay and lesbian
cultures, particularly in June during
Gay and Lesbian Awareness Month
(LAUSD Memo DP-14, 1999).
(5) The National Association of
Multicultural Education states that
eradicating homophobia is an
essential goal in achieving social
justice in the United States (Holland,
2005; NAME, 2005).
(6) Books that are read to students
(d) Children will develop and learn
the necessary skills to counteract
prejudice and unfair treatment of
marginalized individuals with
appropriate words and actions.
Working Cooperatively with Parents
A teacher said that she refused to implement
LGBT themes because she would not risk
being tormented by parents. That
educational leaders need to provide adequate
professional training and support is
apparent. Teachers also have to learn about
district policies and state legislation about
the implementation of LGBT themes. If all
policies and legislation are relayed to staff
and administrative support exists,
implementation is definitely possible.
A few of my colleagues who were ready to
implement LGBT themes asked if I had ever
sent anything home to “concerned parents.”
When I read LGBT-themed literature to my
third/second graders, I had very few
complaints, but when I did (two or three
times over the years), I would provide the
district policy and a respectful and
professional letter. The following is the
actual letter I provided to parents:
Dear Parents,
Some parents worry about schools
that implement gay and lesbian
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are always age-appropriate and
grade-level-appropriate. The books
that are read are written for children
and are about children and their
families.
(7) Sex is never a topic of discussion
during LGBT-themed lessons. This
is usually a concern for parents, and
sex talk is neither appropriate nor
acceptable and not the purpose for
the lessons. Instead, these lessons
teach love for all people, no matter
their cultures or identities.
(8) Finally, children learn that it is
fine to disagree with the identities of
others, but importantly, they learn to
respect and accept all members of
our community and world.
You are more than welcome to come
and observe these cultural diversity
lessons during the month of June in
room______.
Thank you for your attention to this
matter and for your continued
support,
Flores: Alleviating Teachers’ Fears
2014): (a) Maintain the student’s and
family’s confidentiality; (b) be honest (this
builds the teacher’s credibility, trust, and
mutual support); (c) do not “out” LGBT
parents or students without explicit
permission; (d) maintain professionalism;
and (e) be respectful and polite at all times.
Legislation
Teachers in California have legislation that
protects their rights with respect to
implementing LGBT themes in classrooms.
The Fair, Accurate, Inclusive, and
Respectful Education Act (FAIR Education
Act, SB48) was enacted in January 2012 and
signed into law by Governor Jerry Brown.
The legislation makes it mandatory for
school districts to implement a more
inclusive and nondiscriminatory curriculum
that incorporates the achievements of gay,
lesbian, bisexual, and transgender people
(LGBT) in social science classes. The law
is intended to curb suicides and alleviate
bullying by acknowledging the
achievements of LGBT citizens (Flores,
2014; Kushner, 2011).
Mr. G. Flores, Teacher
Educators who want to implement LGBT
themes in the classroom but are concerned
about parent complaints may offer the
following points: (a) Explicate NAME’s
goals; (b) explicate the purpose for
implementing LGBT themes (teaching
diversity, tolerance, and acceptance of
homosexuals); (c) explicate the district’s
inclusive multicultural education policy, and
if no policy exists, request a committee to
create one; and (d) explain state or federal
legislation that may exist.
Teachers need to be reminded that there may
come a time when students with LGBT
parents enroll in their classes. Here are
some tips for dealing with this event (Flores,
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In New York State, the Dignity for All
Students Act (Article 2: DASA Dignity Act)
was passed in June 2010 and went into
effect on July 1, 2012 (DeWitt, 2012). It
mandates all New York public schools to
create board policies that include language
regarding sexual orientation and gender
expression. Washington State has followed
suit and adopted a policy requiring schools
to do the same (DeWitt, 2012). In time,
more states will continue the process.
What about states that are not LGBTfriendly? That question has appeared plenty
of times when I have presented at national
conferences. Some teachers have expressed
that living in conservative states is a
hindrance to implementing gay-themed
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literature. Sympathetic teachers may face
challenges because of a lack of policy or
legislation, but my suggestions include (a)
increasing empathy for bullied students by
implementing themes of respect/kindness;
(b) teaching the six pillars of character
development (trustworthiness, respect,
responsibility, fairness, caring, citizenship);
(c) posting inclusive pictures and graphics;
and (d) reading gender-nonconformativethemed literature, such as Zolotow’s (1972)
William’s Doll, DePaola’s (1979) Oliver
Button Is a Sissy, and Newman’s (2004) A
Fire Engine for Ruthie. In addition, I
suggest writing to the local board of
education, superintendents, state and federal
representatives, governors, and the president
and demanding positive social change in
your state (Flores, 2014). The positive
change process ultimately begins with the
nation’s teachers.
Teacher’s unions, too, have supported the
inclusion of LGBT curriculums in schools
and have had an impact in the
implementation process. The National
Education Association (NEA) has
encouraged the adoption of LGBT lessons in
schools. The NEA encourages “all educators
[to] integrate lesbian, gay, bisexual and
transgender (LGBT) history, people and
issues into their instructional programs”
(Korach, 2013, para. 2). There is great
power when teachers unite, organize, and
collaborate to bring about a more inclusive
curriculum.
Implementation
A teacher who feels ready to implement a
more inclusive curriculum may wonder,
“So, what can I do to begin the process of
implementing LGBT themes in the
classroom?” First, introduce differences
through children’s literature. Books are
really the teacher’s best friend; books create
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a more meaningful lesson. Children’s
literature can help build positive discussions,
and children seem to respond very well to
books (Aronson, 2004). Over the years, I
have had to create my own curriculum and
buy my own children’s books. My
collection of LGBT books avoids
stereotyping and gender roles and is
included during story time; the books are
displayed alongside all other books in the
library. I have evolved from reading LGBTthemed books primarily in June to all year
long.
Locating gay-themed children’s books may
seem complicated and overwhelming.
However, teachers may find a thorough
bibliographical list by visiting the
Welcoming Schools’ web page. Teachers
may also visit the GSA Network’s web page
to learn about LGBT-inclusive lessons and
activities (see references page for web link
locations).
I completely understand the issue of funding
when it comes to buying books and
materials; however, there are grants,
contests, and free materials available to
teachers who are motivated to implement
LGBT themes. Go to LGBT organizations’
websites and order or download the many
free materials available. Teachers can also
visit Welcoming Schools, Teaching
Tolerance, GLSEN, or the GSA Network for
more information about free materials,
lessons, and services.
I have expanded my LGBT-themed
literature by spending my money; this is my
passion. I have found amazing deals on
Amazon, Half.com, EBay, and bookstore
clearance aisles. On Amazon, for example,
some children’s books were as low as one
cent, plus four dollars for shipping and
handling. Simply by adding one or two
books to a library collection adds to the
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learning and makes an everlasting
impression. This is only a suggestion to
teachers, as I know how difficult it may be
to purchase materials out of teachers’ own
pockets.

When asked by a colleague if I would create
a list of books I had used in the classroom, I
promptly answered that it would be my
pleasure. Therefore, I created the following
list of children’s books that deal with
oppression and/or marginalized groups (In
the end parenthesis, the theme of the book is
noted).











Adler, D. A. (1993). A Picture Book
of Anne Frank. New York: Holiday
House. (Holocaust)
Adler, D. A. (1990). A Picture Book
of Helen Keller. New York: Holiday
House. (blindness)
Bunting, E. (1991). Fly Away Home.
New York: Clarion Books.
(homelessness)
Cowen-Fletcher, J. (1993). Mama
Zooms. New York: Scholastic
Books. (disability)
Crowther, K. (1996). Jack and Jim.
New York: Hyperion Books. (racism
and LGBT-themed)
DeHaan, L., & Nijland, S. (2000).
King & King. New York: Crown.
(LGBT-themed)
DePaola, Tomie (1979). Oliver
Button Is a Sissy. New York:
Houghton Mifflin Harcourt. (gender
nonconforming)
Ewert, M. (2008). 10,000 Dresses.
Portland, OR: Triangle Square.
(transgender)
Fabrikant, A. (2013). When Kayla
Was Kyle. Lakewood, CA: Avid
Readers Publishing. (transgender)
Gonzalez, R. (2005). Antonio’s
Card. San Francisco: Children’s
Book Press. (LGBT-themed)
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

Kilodavis, C. (2009). My Princess
Boy. New York: Aladdin Books.
(gender nonconforming/transgender)
Krakow, K. (2001). The Harvey Milk
Story. Ridley Park, PA: Two Lives
Publishing. (LGBT hero/leader)
Richardson, J., & Parnell, P. (2005).
And Tango Makes Three. New York:
Simon & Schuster. (LGBT-themed)
Tompkins, C. (2013). Oh the Things
Mommies Do! What Could Be Better
Than Having Two? San Bernardino,
CA: Crystal Tompkins. (LGBTthemed)
Zolotow, C. (1972). William’s Doll.
New York: Harper & Row. (gender
nonconforming)
Teachers who are ready to purchase,
acquire, and implement LGBT-themed
children’s literature in the classroom may
use the following criteria when choosing
materials for lessons (Naidoo, 2012):
(a) Choose children’s literature with
positive LGBT representation. If
there is negative representation,
teachers should use that as a
teachable moment and counter the
response with a positive example.
(b) Look for examples of gender and
LGBT stereotypes and stay away
from those types of literature.
(c) Analyze how the literature
explains the sexual orientation of an
LGBT character. Children’s
literature with heterosexual
characters does not go into explicit
detail about the character’s sexuality
and behavior and neither should
literature with LGBT characters.
(d) Analyze how the book depicts the
lives of the LGBT characters and
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families. Some books go to great
lengths to demonstrate that LGBT
families are normal and thereby lose
credibility. Although this may be
helpful to some children, others
would stop and question why a
LGBT family wouldn’t be
considered normal.
(e) Analyze the role of the LGBT
characters in the book. Do the
characters have major or minor roles,
and are the roles genuine and
naturally integrated into the story
line.
(f) Analyze the LGBT characters and
their portrayal in the illustrations.
LGBT characters and their families
should be portrayed as normal and
ordinary characters and no different
from the other characters in the
story.
(g) Analyze how the book will
influence the self-esteem of LGBT
students and or children of LGBT
families.
(h) Does the book contain LGBT
characters who live average lives and
overcome obstacles of everyday life?
Does the character change and grow
throughout the story?
(i) Analyze whether or not the book
contains any heterosexist or
homophobic messages, overt or
subtle.
The following are important issues that may
arise during LGBT lessons. Some things to
keep in mind when a teacher reads LGBTthemed children’s literature in the
classroom:
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(a) Clarify a student’s
misconceptions immediately and
respond promptly to students’
concerns and questions. If you have
questions, acknowledge not knowing
and inform yourself.
(b) Provide simple, accurate, and
honest answers; do not ramble on.
(c) If a problem arises, such as name
calling and abuse, avoid retreating.
Use the problem as a teachable
moment, relating it to bullying and
teasing with respect to diversity in
sexual or gender identity.
Readers may wonder if transgender identity
and bisexuality are discussed when literature
and lessons are presented. The simple
answer is, yes. Transgender themes were
presented with the implementation of the
children’s books. Ewert’s (2008) 10,000
Dresses and a more recent publication,
Fabrikant’s (2013) When Kayla Was Kyle
was implemented this school year (20132014). These children’s books are
considered modern tales about positively
becoming the person you feel inside.
Although, to my knowledge, there are no
children’s books that deal directly with
bisexuality, the topic did surface during
discussions of two-daddy and two-mommy
families. I would mention that bisexual
people who love and like both males and
females exist. The discussion was as simple
as that, and children most often feel satisfied
with a simple explanation. In general, the
children’s literature about transgender
identity allows for better discussion than
does bisexuality, and the bisexual topic was
only addressed superficially.
To augment LGBT-themed literature and
lessons, offer children experiences with
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LGBT people by inviting them to conduct
classroom discussions about their family
lives and careers. LGBT guest speakers
discuss their struggles and successes through
life. Guest speakers may be invited from
your local gay and lesbian community
center, such as the Los Angeles Gay and
Lesbian Center and Social Glide (see
references page for web link locations).
Encourage LGBT parents and caregivers to
volunteer and participate in school activities
as well.
If opportunities such as the aforementioned
are not available, look to movies, videos,
and Internet links that demonstrate positive
depictions of LGBT people and that are
grade/age-appropriate and standards based.
Visit the website of Welcoming Schools (see
references page for web link locations) to
acquire free resources, links, videos, and
ideas for implementation.
Students’ Reactions
“What about students’ reactions?”
“Students can’t handle this!” These were
some of the most common responses by
teachers, besides the “sex” concern. Over
the years, I can say with confidence that the
experience has been rewarding not only for
me, but also my students. I have never had
any concerns expressed by students. Kids
have some of the biggest and most loving
hearts. Initially, there would be giggles
when I mention the word “gay.” However,
by the end of the school year, the stigma
toward the word “gay” was completely
eliminated and playground bullying and
jeering stopped.
Some past students and parents have
returned to thank me for my more inclusive
curriculum, a curriculum that includes
themes such as LGBT families/heroes,
people with disabilities, homeless families,
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Flores: Alleviating Teachers’ Fears
and the blind. One of my biggest rewards
was in 2012 when I read the children’s
biography about Harvey Milk (Krakow,
2002), and after the lesson, students
responded that Milk was the gay people’s
Martin Luther King. I expanded the
discussion by drawing parallels between the
two leaders’ character traits and explaining
the importance of compassion, patience,
empathy, sincerity, and loyalty in leadership.
I was surprised and comforted to know the
book had reached students’ hearts. Children
are very welcoming and curious when
implementing LGBT-themed children’s
literature. The ones with fears and
complaints are most often teachers, parents,
and administrators.
I know what some teachers are wondering,
“But what do you tell students who ask
about two-mommy or two-daddy families
and their babies and children?” Some
students will ask how two men or two
women have children. When I read a book
about two daddies and their baby, this is
exactly how I responded, “Sometimes, two
men or two women love each other very
much and the couple has so much love that
they would love to share their love with a
baby, too.” It was that simple. I did not
ramble on, and the children were satisfied.
With respect to books that deal with
transgender people, students seem to
respond in the same manner they do to
books about gender-nonconforming
children. At first, students squirm, giggle,
and try to understand. Eventually they
believe that all students deserve to be happy,
safe, and comfortable at school.
LGBT Students, Coming Out, and
Teacher Responsibilities
During the implementation of my LGBT
themes in my second- and third-grade
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classes, I had never had students “come out”
or have issues with the literature. Actually,
some students had used the moment to
mention their cousins, uncles, siblings,
parents, hairstylists, etc. These students
seemed to have become empowered.
However, there are some responsibilities we
as educators have to be accountable for.
If a teacher presents LGBT-themed
literature to older elementary students,
middle, or high school students, issues might
arise. Some students may decide to “come
out,” others might be bullied, or some may
question their sexuality. Whatever the
situation may be, how might educators help
all the students along the way?


Here are some suggestions to consider when
being an educator-ally to LGBT youth
(GLSEN, 2013):





Use LGBT-related terminology
respectfully and accurately when
speaking and conversing. Language
is continually evolving, so stay up to
date on current and correct
terminology and concepts. Also, use
inclusive language, such as “partner”
rather than husband/wife, for
example.
Be a visible ally. Make yourself
known by displaying supportive
materials or wearing a visible
marker, and let other educators
know.
Make no assumptions. Do not
assume the sexual orientation or
gender identity of anyone.
Respond to anti-LGBT bullying and
behavior, immediately. Do not
retreat from situations like these;
name the behavior and use them as
teachable moments. Take appropriate
administrative action if physical
abuse is present. Check school policy
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


and give consequences; hold students
accountable for the behavior. Taking
appropriate action informs all
students that anti-LGBT behavior is
not acceptable and not tolerated.
If a student “comes out” as LGBT,
be supportive. However, do not
assume a “coming out” student needs
help with the “coming out” process.
Instead be there in a safe, respectful,
and helpful manner. Acknowledge
and appreciate the student’s courage
for “coming out.” Finally, be a good
listener and assure and respect a
student’s confidentiality.
Do not “out” a student by discussing
a student’s sexual orientation without
his/her explicit permission. Keep
discretion and professionalism on
sexual orientation matters at all
times.
Provide a student referral if the
situation presents itself. If there are
questions that cannot be answered or
if a student needs emotional support,
then refer the student to a hotline,
Gay Straight Alliance (GSA), LGBT
community center, or a sympathetic
counselor.
Support student clubs, such as Gay
Straight Alliances, which offer
critical support for LGBT youth. All
student-led clubs must have advisors,
and this is another way teachers may
be LGBT-student allies.
Remember not to make any
unrealistic promises that cannot be
accomplished. This can damage the
teacher-student relationship and the
teacher then loses credibility.
Continue teaching about respect,
character, diverse families, and
having a more inclusive curriculum
with LGBT themes, heroes, and
history.
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Understanding and Dismantling Privilege


Engage school staff by being a role
model and advocating for or
providing professional development
on how to be a more welcoming
educator to LGBT students and how
to introduce a more inclusive
curriculum.
Assess your district’s and school’s
policies. Implement comprehensive
antibullying/ harassment policies and
promote nondiscriminatory policies
and practices.
Conclusion
Undertaking LGBT themes in the
elementary classroom is a new endeavor for
many educators, but it is definitely possible
and highly commendable for those who are
ready. Reading the present article is the first
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Flores: Alleviating Teachers’ Fears
step toward implementation. Educators who
implement LGBT lessons are providing a
valuable service to their students. Teachers
are creating a safer learning environment
where all students will succeed, achieve, and
thrive! In addition, teachers will be molding
accepting and loving human beings who will
be more productive in the diverse world in
which they live.
Finally, although the present article is
geared toward teachers in districts and states
with a more inclusive and welcoming
curriculum and policy, I would hope that
some of the strategies and ideas described
will facilitate teachers in all areas across the
country to make microrevolutionary changes
and additions to their curriculum. Any little
bit helps during the implementation process
and can make a huge difference to children
everywhere.
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